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Challenging Behavior, a View Through a Cultural Lens
Patricia Doelitzsch, M.A., M.S.Chair, Professor, Child DevelopmentLos Angeles Pierce College
How does the culture of the school, teacher and child affect the outcomes and successes for young children? How can we address these needs in our training and understanding of
childrenâs behaviors?
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Objectives
â Identify communicative intent of childrenâs behaviorsâ Identify cultural influences on children, and behaviorâ Identify cultural influences of teachers in the
classroomâ Discuss ways to reframe behaviors, using Polyvagal
theoryâ Examine practical strategies to use in the classroom
environment
Certificates will be emailed to attendees
Patricia Doelitzsch, M.A., M.S., Los Angeles Pierce College
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What is behavior?
1. Picture children in your life
2. Write three (3) behaviors some of these children exhibit,
that annoy you/interrupt your teaching or parenting/
NEED TO STOP!
3. Picture the child engaging in these behaviors
4. Circle the behavior you will focus on for this presentation
Patricia Doelitzsch, M.A., M.S., Los Angeles Pierce College
âThe observable response to our internal & external experiencesâŚbehaviors are outward manifestations of a personâs internal bodily
responses, perceptionsâŚ,emotions, thoughts, & intentionsâ (Delahooke 2019, p. 15)
âWhen we see a behavior that is problematic or confusing, the first question we should ask isnât âHow do we get rid of it?â but rather âWhat is this
telling us about the child?ââ (Delahooke 2019, p. 11).
Delahooke, M. (2019). Beyond behaviors using brain science and compassion to understand and solve childrenâs behavioral challenges. Wisconsin: PESI Publishing and Media.
What is behavior?
Patricia Doelitzsch, M.A., M.S., Los Angeles Pierce College
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Typical behavioral approaches
âFocus on eliminating behaviorsâAssume that behaviors are motivated & incentivized
â Reward charts/Sticker chartsâ Visual behavior tracking
These items are not developmentally appropriate nor do they get to the source of the problemâŚ
Patricia Doelitzsch, M.A., M.S., Los Angeles Pierce College
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What is happening?
â The research shows that about 10% to 25% of preschool children engage in challenging behaviors in the school setting. (Lancioni, Winton, Karazsia & Singh, 2013)
â âExpulsions of young children result from exhausted and underpaid teachers deciding how to expend limited attention in chaotic classrooms, as well as administrators operating on razor thin budgetsâ (Zinsser, 2018)
Patricia Doelitzsch, M.A., M.S., Los Angeles Pierce College
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Understanding culture and biases
â The appearance of challenging behavior is subjective. Understanding the reasons is difficult.
â âChallengingâ is often based on an adultâs perception of risk.
â Traits such as independent-mindedness and a willingness to assert oneâs views can be viewed as disruptive, defiant, or aggressive
â Young childrenâs social-emotional development occurs over time in the context of family, community, and cultural expectations
Patricia Doelitzsch, M.A., M.S., Los Angeles Pierce College
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Check - inThink about the child & behavior you selected:
â Why is this behavior challenging?â What do you feel when the child engages in this behavior?
â What are the emotions you feel?â What are the physical reactions you feel?
What are your fears for this child? Why does this behavior need to be corrected?
Patricia Doelitzsch, M.A., M.S., Los Angeles Pierce College
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Implicit bias
â Personal perceptions or biases about children and their behaviors are based on
â genderâ raceâ physical size
â This leads to the discrimination of boys, especially boys who are Black and physically larger (Stegelin, 2018; Institute for child success)
Patricia Doelitzsch, M.A., M.S., Los Angeles Pierce College
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The Three Bâs of implicit bias
â Boyâ Boyâs behaviors are more likely to be rated as aggressive
and dangerousâ Black
â Children who are Black are 36% more likely to be recommended for harsh punishment, or removal, than other children exhibiting the same behaviors
â Bigâ Children who are larger than their peers are held to higher
developmental expectations
â 4th B - BrownPatricia Doelitzsch, M.A., M.S., Los Angeles Pierce College
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Lack of training
â Research at Stanford University shows that underprepared early childhood teachers are more likely to use punitive and rejecting disciplinary techniques and expulsions.
â They lack the skills to teach problem-solving behaviors, and often misinterpret what children do and say
Patricia Doelitzsch, M.A., M.S., Los Angeles Pierce College
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Why are we falling short?1. We attempt to change behaviors before we look at
whatâs causing them.
â Assumption that a child has chosen how to behave leads to punishment/reward-type approaches (behavioral approaches)
â Behaviors are often responses to stress and are often NOT intentional
â Punishment/reward approaches are aimed to help children connect their thoughts, emotions, and behaviors when they may not have the developmental capacity to do so â yet.
â 2016: 50k preschoolers suspended & 17k expelledPatricia Doelitzsch, M.A., M.S., Los Angeles Pierce College
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Why are we falling short?
2. We use one size fits all approaches that fail to capture the individuality of the person and their behaviors.
âEach child has her own âsettings,â the sensory, emotional, cognitive, and learning âsettingsâ to
which she responds bestâŚitâs important to discover which settings work best for each child,
developing an appreciation for his or her individual differencesâ (Delahooke, 2019, p. 12).
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Why are we falling short?3. We fail to consider what is and isnât developmentally
appropriate in our approaches
â âCALM DOWNâ & âUSE YOUR WORDSâ are only appropriate requests if the person has the developmental capacity to do so
â âMany of our approaches falsely assume that children can self-regulate their emotions and behaviors when in reality, they do not yet have that abilityâ (Delahooke, 2019, p. 14)
â One is actually safe, but perceives threat; or one is actually at risk but perceives safety
â The first step to helping children with behavior challenges is to build a relationship with them, fostering a feeling of safety.
Delahooke, M. (2019). Beyond behaviors using brain science and compassion to understand and solve childrenâs behavioral challenges. Wisconsin: PESI Publishing and Media.
FAULTY NEUROCEPTION
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â Blue Pathway (Freeze/ shutting down)⢠Decreased heart rate & breathing, sluggish body⢠State of energy conservation or withdrawal for
survival⢠Focus on basic survival
â Red Pathway (fight or flight)⢠Heart racing, sweating, and activation⢠Mobilizing to counteract threat⢠Focus on basic survival
â Green Pathway (social engagement)⢠Able to communicate, play, & learn⢠Feel safe, connected, calm, & social⢠Healthy social-emotional development
PHYSIOLOGICAL STATES OF AROUSAL
Delahooke, M. (2019). Beyond behaviors using brain science and compassion to understand and solve childrenâs behavioral challenges. Wisconsin: PESI Publishing and Media. 17
â Bottom-up (or body-up) strategies can be employed in interacting with children who are not functioning developmentally in top-down processing, or for any person who is in the red or blue pathway
â Some bottom-up strategies include:
â Individual sensory preferences to
soothe stress response
â Mindfulness, to connect the pathway from
body to mind, or bottom-up to top-down processes.
â Human connection
WORKING FROM THE BOTTOM UPDelahooke, M. (2019). Beyond behaviors using brain science and compassion to understand and solve childrenâs behavioral challenges. Wisconsin: PESI Publishing and Media. 18
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Reframe the behavior
What is the communicative intent?Remember the Iceberg
â Sensory
â Escapeâ Tangible
â â Relationship-Seeking
Patricia Doelitzsch, M.A., M.S., Los Angeles Pierce College
Reframe
Based on work by Dr. Ross Greene
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Reason -is it sensory?
1. Visual
2. Auditory
3. Olfactory (smell)
4. Gustatory (taste)
5. Tactile (touch)Mahler, K. J. (2017). Interoception: The eighth sensory system. Kansas: AAPC Publishing.
Patricia Doelitzsch, M.A., M.S., Los Angeles Pierce College
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Senses - more!!
6. Vestibular (where you are in space - balance)
7. Proprioceptive (sensation from muscles and joints)
Mahler, K. J. (2017). Interoception: The eighth sensory system. Kansas: AAPC Publishing.
Patricia Doelitzsch, M.A., M.S., Los Angeles Pierce College
Interoception - the 8th sense
8. Interoception (what internal organs are feeling)
â âFeelâ internal organs and skinâ Key to interpreting emotionsâ Link between sensing body signals and identifying emotions is
crucialâ Understanding of motional state is crucial to successful emotional
regulation
Mahler, K. J. (2017). Interoception: The eighth sensory system. Kansas: AAPC Publishing.
Patricia Doelitzsch, M.A., M.S., Los Angeles Pierce College
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âWe know that young children thrive in the context of stable, supportive relationships with adults who love, teach, and
care for them. Expulsions and suspensions in early childhood education both threaten the development of these
positive relationships and are a result of the lack of positive relationships between educators, families and children.â
NAEYC Joint Statement on Preschool Expulsion and suspension
Patricia Doelitzsch, M.A., M.S., Los Angeles Pierce College
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Relational SafetyâHealthy development depends on the quality and reliability of a young childâs
relationships with the important people in his or her life, both within and outside of the family. Even the development of a childâs brain architecture depends on
the establishment of these relationshipsâ (Center on the Developing Child, p. 1)
âOnce a childâs relational safety needs are met, many behaviors will decrease or fade away
âThis is because the underlying causes of the behaviors have been addressed through the safety of relationship
âDefense strategies are turned off when a child feels truly safe with an adult
Patricia Doelitzsch, M.A., M.S., Los Angeles Pierce College
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What can we do?
â Relationshipsâ Reflection
â Is this my bias?â Is there another way?
â Reframe the behavior (Communicative intent)â Attention-seeking becomes relationship seeking
â Reason >Relate>Regulate (Dr. Bruce Perry)
Patricia Doelitzsch, M.A., M.S., Los Angeles Pierce College
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Survey Link
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event survey link https://forms.gle/tBemdqUR9er9TrBh7
Patricia Doelitzsch, M.A., M.S., Los Angeles Pierce College
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SHIFTING PRIORITIESâŚâToo often, we prioritize compliance, teaching, or
extinguishing behaviors without addressing the childâs emotional state. We need to recognize instead that in
addressing many behavioral challenges, the starting point should be the childâs sense of safety, not the behavior
itselfâ(p. 105)
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